Performance habitus: performance management and measurement in UK higher education

Abstract

Purpose What academic and managerial elements are particularly influential regarding performance? This study aims to address these questions as part of a broader longitudinal study. The current paper focusses on the results relating to performance management and measurement, and how the sectorial developments impacted on individuals and institutions. Design/methodology/approach An interpretive research methodology was used, which illustrates the institutional performance management and measurement system. The first part of the interpretive study was a single case study, focussing on one “old” research-intensive university. The second part included five institutions, three UK top-tier universities, focussing on top-level research and education, and two “new” universities with a greater teaching than research portfolio. Findings The current paper focusses on the results relating to performance management and measurement, and how higher education (HE) developments impacted on individuals and institutions, reflected in the notion of performance habitus. The qualitative element of the study sought to gain insight into which factors influence performance management and measurement and what changing effect these have on academic members of staff. The findings illustrate how academic values and managerial control practices create an academia-specific performance management approach, measured by particular key performance indicators that are used for the institution as a whole and then applied to units and individuals within institutions. With regard to institutional performance, more established and institutionalised performance management and measurement practices are relied upon. Both elements are addressed in this study, and the authors conclude that the interplay of human capital and institutional structure creates the most successful performance-related outcome. Originality/value The current study adds additional insights on how the changing HE context affects academic members and how the future of the UK HE sector is perceived. Insights can be derived for other HE sectors, as the contextual factors of international competition, tightening of resources and nature of the academic sector transcend national borders. Thus, practices illustrated in the current study are useful for institutions and academic managers of other HE sectors as well.

Performance measurement and management in the British higher education sector

“…Studies have indicated NPM causing excessive workload for academics. The assertive nature of HR functions continues to control line managers’ ‘highly variable’ behaviour (Guarini et al 2020 ; Hutaibat et al 2021a , b ), with ‘harder measures’ (Clarke and Knights 2015 ). The major issue in implementation of Performance Management systems in academia is its data-driven nature.…”

“…The British higher education sector is currently going through an unprecedented transformation (Hutaibat et al 2021a , b ). Shrinking public funding, together with the new fees regime introduced by an overwhelming majority of British universities is creating significant financial pressure on the British higher education sector (Hutaibat et al 2021a , b ). As students pay more, they expect more in terms of academic quality and employability.…”

“…It can be argued that such changes have led universities to act more like business enterprises than traditional educational institutions (Clarke and Knights 2015 ; Lynch 2015 ; Burnes et al, 2014 ), as a step, in effect, towards the sector’s privatisation (Lynch 2015 ). The reorganisation of universities’ academic structures to become more market responsive and to satisfy the growing expectations of stakeholders (Hutaibat et al 2021a , b ; Clarke and Knights 2015 ; Lynch 2015 ; Bleiklie and Kogan 2007 ) has led, for some, to an increased managerialism (Clarke and Knights 2015 ; Lynch 2015 ; Deem et al 2007 ) and a persistent weakening of the academic voice (Shattock, 2013 ). Academic departments have been transformed into business units with a focus on business targets, working within rigid budgetary constraints (Clarke and Knights 2015 ; Lynch 2015 ; Waring 2017 ).…”

The Impact of the Performance Appraisal Process on Job Satisfaction of the Academic Staff in Higher Educational Institutions

“…Here, attention was focused on the UK education sector, as this research was aimed at evaluating one of the UK universities. Based on the literature, it is evident that few researchers have conducted studies exploring the application of performance appraisal methods and approaches in the UK higher education institutions in particular [44].…”

“…Consequently, several researchers have recommended using a contingency approach (i.e., there is no best way to manage employees and it should be tailored according to a particular organisation) for PA of the higher education sector rather than the formal best-practice method [47]. The relevance of such an approach is even more relevant with tuition fees of students being doubled and students taking the role of customers; academics are faced with higher expectations and the idea of job uncertainty and performance expectations introduced to their work-life [44].…”